For this reflection, describe an activity that you have taught and reflect on how it went. Write your reflection in your Evernote notebook using the lesson reflection model introduced in class and located here to write your reflections. Copy your reflection and paste it into the wikipage linked below:
Taxonomy of Reflection
Description
Remembering:
What did I want, do, feel, and think?
What did the student(s) want, do, feel, and think?
I wanted students to complete the diagram as I did it. I wanted them to answer the
questions asked with as little prompting from me as possible. I felt a little nervous
because it was the first time I was in front of the class as a whole. I had worked
with individual groups many time but never in front of the class. I thought that many
of the students did pay attention, even those that did not were not disrupting the
class which I was sure was going to happen.
Understanding:
What was important about it?
For me? For the student(s)? For both of us?
The importance of the lesson was to understand where and how photosynthesis
takes place within the chloroplasts. Important vocabulary was introduced.
For me the what was important was that the students understand the material.
Also, it was important for me to decide whether my methods for teaching would
positively benefit this class.
It was important for both I as a teacher, and them as students to develop a good
rapport with students and gain a mutual respect for one another.
Applying:
Where can I use this again?
I can use this next time I teach photosynthesis or any time that involves a diagram.
Analyzing:
Do I see any patterns in what I did?
I caught myself talking to the board once and a while. It was hard to talk to the class as
I wrote on the board. I had to be conscious about talking before I wrote on the board.
Evaluating:
What was effective and what was not effective?
I found that because it was a group lesson that if you didn't want to pay attention you
didn't have to. Students who knew the answers called them out and those who didn't
stayed quiet. Because I taught such a short lesson and it was just going diagram
there wasn't really anything that could be more effective.
Creating:
What could I do next?
I could then go on to explain the actual process of photosynthesis that occurs within
the cell. I could also create a quiz based on the lesson that I taught.
What did I want, do, feel, and think?
What did the student(s) want, do, feel, and think?
questions asked with as little prompting from me as possible. I felt a little nervous
because it was the first time I was in front of the class as a whole. I had worked
with individual groups many time but never in front of the class. I thought that many
of the students did pay attention, even those that did not were not disrupting the
class which I was sure was going to happen.
What was important about it?
For me? For the student(s)? For both of us?
takes place within the chloroplasts. Important vocabulary was introduced.
For me the what was important was that the students understand the material.
Also, it was important for me to decide whether my methods for teaching would
positively benefit this class.
It was important for both I as a teacher, and them as students to develop a good
rapport with students and gain a mutual respect for one another.
Where can I use this again?
Do I see any patterns in what I did?
I wrote on the board. I had to be conscious about talking before I wrote on the board.
What was effective and what was not effective?
didn't have to. Students who knew the answers called them out and those who didn't
stayed quiet. Because I taught such a short lesson and it was just going diagram
there wasn't really anything that could be more effective.
What could I do next?
the cell. I could also create a quiz based on the lesson that I taught.